Evolving Suitable Criteria

URA COLLEGE OF TEACHER EDUCATION

ASSIGNMENT
ON
COURSE- 5

TOPIC- EVOLVING SUITABLE CRITERIA FOR

ASSESSMENT
SUBMITTED TO: SUBMITTED BY:
SIR ZAKIE BENDANGMENLA LONGKUM ER

ASST. PROFESSOR ROLL NO – 42
SEC- B 2ND SEMESTER
CONTENTS
1. INTRODUCTION
2. ASSESSMENT CRITERIA
3. PURPOSE OF ASSESSMENT CRITERIA
4. WRITING EFFECTIVE ASSESSMENT CRITERIA
5. CHARACTERISTIC OF ASSESSMEN CRITERIA
6. DO’S AND DON’TS IN DESIGNING ASSESSMENT CRITERIA
7. CONCLUSION
8. REFERENCE
INTRODUCTION
Assessment is central to the success of any educational programme and is linked very closely
with student learning. It is well recognized that student learning is influenced and directed by
methods of assessment. Evolving methods of assessment should be directed towards the
encouragement of deeper learning strategies. Having pre-determined standards of performance
are the most defensible approach to assessment. Without a clear understanding of the subject
goals students have a greater chance of becoming confused and wasting time trying to discover
what it is we want them to learn. Those written objectives used in curriculum design will serve a
useful purpose in assisting the students learning. The most direct way student’s experience what
is needed to achieve the subjects learning objectives is through assessment criteria.
ASSESSMENT CRITERIA
Assessment criteria are used as a benchmark or a set of standards to measure the level of a
students work. The issue with focusing heavily on assessments without interlinking it to learning
outcomes means that there is a disconnection between actual ‘learning’ and assessment. Clear
learning goals enhance student performance through clarifying the link between knowledge and
assessment practices.
Assessment criteria are descriptive statements that provide learners and instructors with
information about the qualities, characteristics and aspects of a given learning task. In other
words, we can say that assessment criteria are the standards by which learning is judged.
According to Nunziati (1990), the assessment criteria are the generally implicit rules, to
access in what way a pupil carried through a work, acquired certain knowledge or established
positive interrelation with others. Several authors categorize them in criteria of accomplishment
and criteria of success.
PURPOSE OF ASSESSMENT CRITERIA

The purpose of assessment criteria is to check whether students have achieved the intended
learning outcomes, while measuring how much they know by assessing their work against
achievement criteria. Clear criteria are needed for students to be aware of what is expected of
them, otherwise they are unable to reflect and direct further learning.
Assessment criteria make it clear to learners what they are expected to do to demonstrate
achievement of the learning outcomes and factors instructors will take into account when making
judgments about their performance. Sharing assessment criteria with students at the beginning of
the course is an effective way to help students build confidence in their learning and improve
their performance. An assessment criterion allows instructors to evaluate learners work more
openly, consistently and objectively.
WRITING EFFECTIVE ASSESSMENT CRITERIA
1. REVIEW LEARNING OUTCOMES AND ASSESSMENT TASKS

Check to ensure that course learning outcomes are carefully constructed to clearly
articulate what students will know, be able to do and value at the end of an educational
experience.
Check to ensure that assessment tasks are designed to provide adequate
opportunity for students to demonstrate that they have achieved the intended learning
outcomes and are constructively aligned with the learning outcomes, learning
opportunities and assessment method.
2. DISTINGUISH THE DIFFERENCE BETWEEN “CRITERIA” AND
“STANDARDS”
Assessment criteria include two components- criterion and performance standards.
Criterion is a property or characteristic by which quality of something may be judged but
make no statement or assumptions about actual quality. Standards are about definite
levels of quality.
3. REFER TO RELEVANT RESOURCES

Relevant resources include for example; faculty, school or department resources, school
or department program curriculum maps or example of assessment criteria from other
course and institutions.
4. LIST, DESCRIBE, CURATE AND ORGANIZE CRITERIA
List all the things that students need to know and be able to do to pass the course.
Prioritize the topics in terms of their perceive importance.
5. CREATE A MARKING SCHEME
Decide how many standards to describe. The number of levels of verbal descriptions
depends on the marking scheme, the practice in the school or the ability of the assessment
task to make fine distinctions in a reliable discrimination is required.
6. LABEL THE VERBAL DESCRIPTORS OF STANDARDS
Verbal descriptors of standards are used to calculate the final grades.
7. DESCRIBE THE STANDARDS FOR EACH OF THE CRITERIA
Describe levels of expected performance for assessment. When describing standards,
describe demonstrable behaviour not the statement, avoid vague terms which are open to
a wide range of subjective interpretation such as critical, appropriate, excellent,
analytical, us term likely to be understood y students.
8. WEIGHT THE CRITERIA
Weight of the criteria should commensurate with the weight of the unit, the importance of
the concepts, the significance of the learning outcome of the course and take into account
student’s workload.
9. CREATING GRADING CRITERIA
Define the threshold or lowest pass assessment. This would be the quality of performance
that would necessitate a bare pass. Define 2-3 intermediate levels of performance and the
excellence level of performance.
10. REVIEW AND REVISE TO ENSURE APPROPRIATENESS AND RELEVANCE
Check for organization and consistency style, mechanics, grammar and format; alignment
with programme and institutional grade descriptors and policies, appropriateness of the
marking schemes or criteria.
CHARACTERISTIC OF ASSESSMENT CRITERIA
1. VALIDITY- Validity refers to the accuracy of the Assessment. Validity address the question
of Does the Assessment accurately measures what it is intended to measure. Validity ensures
that Assessment tasks and associated criteria effectively measure students’ attainment of the
intended learning outcomes at the appropriate level. A Valid Assessment procedure is one which
actually test out to test, i.e. one which accurately measures the behavior described by the learning
outcomes under scrutiny.
2. RELIABILITY- Reliability is defined as the extent to which an Assessment yields

consistent information about the knowledge, skills or abilities being assessed. An Assessment or
Evaluation is considered reliable when the same results occur regardless of when or where the
assessment or evaluation occurs or who does the scoring.
Reliability in an assessment is important because Assessment provides information about

student’s achievement and progress. Assessment should also provide the Teachers and the
students with evidence of how well the students have learned and what we intended them to
learn. What we want students to learn and be able to do should guide the choice and the design of
the Assessment.
3. OBJECTIVITY - By objectivity in a Evaluation or Assessment procedure or in any

measuring instrument is meant the degree to which equally competent user get the same results.
An assessment or Evaluation is objective when it makes for the elimination of the scorers
personal opinion, bias or judgment. An Assessment procedure or criteria to be objective must
necessarily be so worded that one correct answer can be given to it.
4. PRACTICABILITY - For most purpose, Assessment procedures should be realistically

practical in terms of their cost, time taken and ease of application. By practicability is meant the
degree to which the Assessment or Evaluation tools can be successfully employed by classroom
Teachers and school administration without an un-necessary expenditure of time and energy.
Practicability depends upon the following factors;
 Ease of administration.
 Ease of Scoring.
 Ease of Interpretation.
 Economy of cost time and energy.
5. RELEVANCE AND TRANSFERABILTY – Transfer of skills are more likely to be

successful when the context in which they are developed and used are similar. while devising an
Assessment tasks that it is important that it both address the skills you want the students to
develop and that as much as possible it puts them into a recognizable context with a sense of
“Real Audience” beyond the Tutor, for whom the task would be done.
6. FAIRNESS – To be fair to all the students, An Assessment must accurately reflect the range
of expected behavior as described by the published course outcomes. It is also desirable that
students should know exactly how they are to be assessed. Indeed, it is now generally accepted
that students have a right to information such as the nature of the materials on which they are to
be tested (i.e. content and outcomes), the form and structure of the test or examination, the length
of the examination, and the value (In terms of marks) of each components of the course.
7. USEFULNESS TO STUDENTS- Students should also find assessment useful, in that it

contributes to the effectiveness of their learning. It should do this in two different ways, namely,
by getting them to carry out tasks that facilitate learning (Revising material covered in lectures,
writing essays, etc) and in providing them with feedback on how they are progressing, thus
helping them to identify their strength and weaknesses.
DO’S AND DON’TS IN DESIGNING ASSESSMENT CRITERIA
Do’s
1. Ensure each criterion is distinct from the other.

2. Make criteria manageable- students should be able to handle the cognitive workload
while being able to understand what is expected of them.
3. Describe how outcomes can be demonstrated.
4. Be consistent in aligning learning outcome with the assessment criteria.
5. Make learning outcomes easy to assess by avoiding too broad or too narrow targets.
Don’ts
1. Do not use evaluative or ambiguous language. This can lead to a wide range of
interpretation.
2. Do not repeat outcomes through different wording.
3. Avoid introducing new criteria as grades go up. Instead they should increase in demands
in a particular aspect.
4. Tell students what to do exactly. Criteria should be use to facilitate independent learning.
CONCLUSION
Thus, assessment criteria are important in establishing a clear understanding between teacher
and student about what is expected from assessed work. Assessment criteria enable the
teachers to decide if a student has met the learning outcomes. Most importantly, assessment
criteria enable the teacher to determine the level at which a student’s has performed against
the learning outcomes.
Assessment criteria helps teacher to ensure consistency in the ways that they assess specific
pieces of work and provide students with a clear sense of why they have received certain
marks for their work and what they need to do for improvement. Clear and specific
assessment criteria can be extremely effective in helping students improve their performance
and to feel confident in their learning.
REFERENCES
1. https://ctet.royalroads.ca/writing-effective-assessment-criteria
2. https://www.uts.edu.au/research-and-teaching-and-teaching/assessment-criteria
3. https://www.emeraldgrouppublishing.com/teaching/insighs/outcmes.htm
4. https://www.teaching-learning.utasedu

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URA COLLEGE OF TEACHER EDUCATION

TOPIC- EVOLVING SUITABLE CRITERIA FOR

SUBMITTED TO: SUBMITTED BY:

SIR ZAKIE BENDANGMENLA LONGKUM ER

PURPOSE OF ASSESSMENT CRITERIA

WRITING EFFECTIVE ASSESSMENT CRITERIA

1. REVIEW LEARNING OUTCOMES AND ASSESSMENT TASKS

3. REFER TO RELEVANT RESOURCES

2. RELIABILITY- Reliability is defined as the extent to which an Assessment yields

Reliability in an assessment is important because Assessment provides information about

3. OBJECTIVITY - By objectivity in a Evaluation or Assessment procedure or in any

4. PRACTICABILITY - For most purpose, Assessment procedures should be realistically

Practicability depends upon the following factors;

5. RELEVANCE AND TRANSFERABILTY – Transfer of skills are more likely to be

7. USEFULNESS TO STUDENTS- Students should also find assessment useful, in that it

DO’S AND DON’TS IN DESIGNING ASSESSMENT CRITERIA

1. Ensure each criterion is distinct from the other.

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